|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||09 December 2015|
|Address||Lawton Drive, Bulwell Hall Estate, Bulwell, Nottingham, Nottinghamshire, NG6 8BL|
|Religious Character||Does not apply|
|Number of Pupils||211 (48% boys 52% girls)|
|Number of Pupils per Teacher||17.0|
|Academy Sponsor||Djanogly Learning Trust|
|Percentage Free School Meals||50.8%|
|Percentage English is Not First Language||10.9%|
|Pupils with SEN Support||28%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized primary school. Most pupils are of White heritage. The proportion of disabled pupils and those who have special educational needs is well above average. A large majority of pupils are supported by the pupil premium. The funding is received for pupils who are, or have been, eligible for free school meals, or who are looked after by the local authority. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. An above-average proportion of pupils leave and join the school at times other than usual. The early years base provides for nursery and reception children. The younger nursery children attend part time. The older nursery children and the reception children attend full time. The school runs a daily breakfast club which is managed by the governing body. Since the previous inspection the school has experienced staff changes.
Summary of key findings for parents and pupils
This is a school that requires improvement Although leaders are improving the quality of teaching, it is not yet consistently good. There is some variation in how well teachers match work to the range of ability in the class. Sometimes, tasks are not sufficiently interesting or challenging to motivate pupils to do their best. Not all teachers consistently implement the school’s handwriting policy and expect pupils to present their work well. Teachers do not make sure that pupils use what they learn about grammar, punctuation and spelling consistently well in their writing. There are not enough opportunities for pupils to use their mathematical skills in a range of ways. Pupils, including the disadvantaged pupils and the disabled or those with special educational needs, do not always make enough good progress in reading, writing and mathematics to reach the standards expected for their age by the end of Year 6. Leaders do not always have a clear overview of the progress and attendance of specific groups of pupils. The school has the following strengths Leaders, including governors, set clear priorities. They have good systems to help teachers to improve their work. This is having a positive effect on the amount of progress pupils are now making. The school is a happy place. Behaviour is good. Pupils say that they feel safe because the school’s work to keep them safe is effective. Staff provide a high level of care for pupils that supports them well. The interesting curriculum promotes pupils’ spiritual, moral, social, cultural and personal development well. Children in the early years make good progress because teaching is good.